Development and Explanation of a Framework for Social Reading: Social Reading Based on Shared Regulation (SRBSR)

Abstract

With the development of technologies for reading and the rise of social reading which considers readers the core in learning and emphasizes sharing and interaction, traditional theoretical reading models are facing challenges. Social reading is a type of interactive reading activity that can activate readers’ reading and discussions, promote expressions of multiple ideas, and facilitate collaborative inquiry and knowledge building. While previous researchers proposed theories or frameworks in reading or literacy research, no specific model has been developed especially for social reading and socially shared regulation. Integrating the socially shared regulation theory into social reading and expanding the theoretical perspective of problem-solving on reading can be beneficial for constructing a new social reading model. In this study, we propose a theoretical framework, Social Reading Based on Shared Regulation (SRBSR), which can account for the details and procedures of readers’ collaborative learning and shared regulatory behaviors during social reading activities. This framework can help improve the theory of purposeful reading in the new media environment and provide future instructors and researchers an operable model for designing and developing social reading courses.